Unit 1: People and Animals
Unit Purpose:The purpose of this unit is to enable students to describe people and animals by making reference to their physical appearance, (in)abilities and habits/routines.
Social practice: Giving and obtaining factual information of a personal and non-personal kind
1.1. Expressing (in)ability in the present
Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design buildings/…; Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the
harmonica/speak English/…).
1.2. Describing people and animals
Sample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is
very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is
tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her homework/arrives on time/…); What’s your dog like? It’s fat/lazy/…
Performance Evidence
Students can recognise and understand quotidian texts (classified advertisements, letters/emails, magazine/newspaper articles and conversations) in order to use them purposefully (obtain
information/learn about people’s and animals’ (in)abilities, appearance and qualities, habits/routines).
– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
– Can identify the overall message and some details ((in)abilities, physical characteristics, routines/habits) and discriminate relevant from irrelevant information, in order to identify a person or his/
her main actions/habits/routines, complete/expand a text and/or respond to a conversation.
Unit 2: Health and the Body
Unit PurposeThe purpose of this unit is to enable students to give advice and make suggestions around the topic of health.
Social Practice :Giving and obtaining factual information of a personal and non-personal kind
2.1. Discussing the body and one’s health
Sample productions: (I don’t feel well). I am/feel ill/dizzy/…; Is he/she fine/sick/…?; Yes, he/she is; No, he/she isn’t; Do you feel OK/hot/…?; Yes, I do; No, I don’t; How is he/she?; How does
he/she feel?; He/She is/feels sick/better/…; What’s the problem/matter?; I have a headache/a toothache/…, I have a cough/a cold/…
Social Practice: Establishing and maintaining social contacts
2.2. Giving advice
Sample productions: (You don’t look well. I think) You should go to the doctor/take an aspirin/…; You shouldn’t go to school today/eat fat…; The best thing for you is to rest/drink a cup of tea/…;
If I were you, I would go to the dentist/see a specialist/…; If I were you, I wouldn’t go out/take medicine without a prescription/…; Don’t eat junk food/have cold drinks/…; Try drinking a glass
of water/putting ointment on/…
2.3. Making and answering offers and suggestions
Sample productions: (Listen,) Why don’t you go to the dentist/put some ice on/…?; How about staying in bed/taking a hot shower/…?; Should/Shall I call the doctor/bring you a cup of tea/…?;
Do you want me to take you to the hospital/phone your family/…?; That’s a good idea; That would be nice; Thanks/Thank you.
Unit 3: Shopping and Clothes
Unit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare, buy or sell a variety of items.
Social Practice :Giving and obtaining factual information of a personal and non-personal kind
3.1. Making comparisons/expressing degrees of difference
Sample productions: The red/This sweater is nicer/warmer… than the pink one/that one; It/ That black jacket is more fashionable/original/… than the beige one; Are these jeans/shorts/…
cheaper than those ones?; Are these jeans/shorts/…more expensive/comfortable/… than those ones?; Yes, they are; No, they aren’t; Which are the best/cheapest/… shoes?; Which (ones) are the
most expensive/colourful/… jeans?; These/The green ones; Which (one) is nicer/larger/…?; The red/This one; Which is more formal/fashionable/…? The grey/That one.
Social Practice: Carrying out certain transactions
3.2. Buying and selling things.
Sample productions: Can/May I help you?; I’m just looking (, thanks); Yes (, please); Do you have this jacket/that blouse/… in grey/a larger size/…?; Would you like to try it/this coat/… on?; Yes,
please/thank you; Can I try it/the suit/… on?; Can you get me a larger/smaller size?; Certainly/Of course (, sir/madam); What size do you need?; (I need) A medium one/9/… (, please); How much
are they/these shorts/…?; They’re $100/£2/…
Unit 4: House and Home
Unit Purpose
The purpose of this unit is to enable students to describe their homes and learn about other people’s homes.
Social Practice :Giving and obtaining factual information of a personal and non-personal kind
4.1. Describing accommodation
Sample productions: There’s an apartment/a house for rent/sale in my building/block/…; There are three rooms/two bathrooms/… (there/in my apartment); There’s a large/beautiful
studio/living room/… and a small bathroom/kitchen/…(in his/her house); My bedroom is larger/nicer than my sister’s/the studio; The bedroom/dining room/… is opposite/next to/…
the entrance/dining room/…; Are there any closets/bookcases/…?; Yes there are; No, there aren’t (any) (, but there’s a chest of drawers); What’s your room/house/… like?; It’s a small room/a large
apartment/…; There’s a lamp beside the bed and a computer on my desk; There are two bedrooms on the second floor/next to the bathroom/…; How many posters/pictures/… are there/do you
have?; (There are/I have) Two/Four/…; Where’s the bathroom?; It’s at the end of the hall/next to the kitchen.
Performance Evidence
Students can recognise and understand quotidian texts (brochures, advertisements, magazine/newspaper articles, classified advertisements, letters/e-mails and conversations) in order to use them
purposefully (obtain the characteristics of accommodation, make comparisons).
– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
– Can identify the overall message and some details (location, numbers, characteristics of accommodation and parts of a house) and discriminate relevant from irrelevant information, in order
to identify a place/item in the house, determine which place is bigger/better, complete/expand a text and/or respond to a conversation.
– Can infer some information such as location of rooms/furniture, size of the house/room, location of speakers in relation to a map.
Unit 5: Past Times
Unit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of others.
Social practice: Giving and obtaining factual information of a personal and non-personal kind
5.1. Expressing ability and inability in the past
Sample productions: When I was a child/Two years ago/…, I could run very fast; He/She couldn’t speak English when he/she went to England for the first time/in 2004/…; Could you read/ride
a bike/… when you were 5 (years old)/were in preschool/…?; Yes, I could; No, I couldn’t (, but I could skate/climb trees/…).
5.2. Expressing past events
Sample productions: We studied for the Spanish exam/watched TV/… yesterday/last night/…; Did you visit the zoo/enjoy that film/…(when you went to Mexico City)?; Yes, I did; No, I didn’t;
Was it/the weather/… OK/nice/…?; Yes, it was; No, it wasn’t; What did you do last weekend/on Saturday/…?; I played soccer/had lunch with my uncle/…; Where did he/she stay (when he/she
went to Acapulco)?; (He/She stayed) With some friends/In a small hotel/…; What was the best thing from Los Cabos/the disco/…?; The people/The music/…
Performance Evidence
Students can recognise and understand quotidian texts (letters/e-mails, magazine/newspaper articles, anecdotes and conversations) in order to use them purposefully (obtain information about (in)abilities in the past and about past events).
– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
– Can identify the overall message and some details (sequencers, actions) and discriminate relevant from irrelevant information, in order to establish a sequence of events, identify main actions/people/
places, complete/expand a text and/or respond to a conversation.
– Can infer feelings and attitudes of others.
